{"_buckets": {"deposit": "9c389e8c-5b4d-4ba2-a1f5-775997f4039e"}, "_deposit": {"id": "2333", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "2333"}, "status": "published"}, "_oai": {"id": "oai:nagoya.repo.nii.ac.jp:00002333"}, "item_9_alternative_title_19": {"attribute_name": "\u305d\u306e\u4ed6\u306e\u8a00\u8a9e\u306e\u30bf\u30a4\u30c8\u30eb", "attribute_value_mlt": [{"subitem_alternative_title": "\u003cBRIEF NOTE\u003eA4-YEARS FOLLOW-UP STUDY ON CAREER ORIENTATION AMONG FRESHMEN ENROLLED IN FACULTY OF EDUCATION"}]}, "item_9_biblio_info_6": {"attribute_name": "\u66f8\u8a8c\u60c5\u5831", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "1987-12-24", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "316", "bibliographicPageStart": "303", "bibliographicVolumeNumber": "34", "bibliographic_titles": [{"bibliographic_title": "\u540d\u53e4\u5c4b\u5927\u5b78\u6559\u80b2\u5b78\u90e8\u7d00\u8981. \u6559\u80b2\u5fc3\u7406\u5b66\u79d1"}]}]}, "item_9_description_4": {"attribute_name": "\u6284\u9332", "attribute_value_mlt": [{"subitem_description": "The present study is aimed at following up complex relationships between external determinants (personal background) and internal determinants (self-concept, occupational attitudes, etc.) upon occupational choice processes for 4years. Self-concept measures included scales for student self-image and self-evaluated competence. Occupational attitudes consisted of occupational readiness, job orientation and occupational interest instrument. Subjects were consisted of 44 undergraduates (18 : male and 26 : female) from faculty of education in Nagoya university enrolled in 1983. The dates of investigation are as follows : 1. April, 1983 (immediately after entrance). 2. December, 1983. 3. September, 1985. 4. March, 1987 (just before graduation). Items of the questionnaire developed by Wakabayashi et al. (1986) were used. Contents of the questionnaire are as follows : (1) External determinants, specialization in university, commutation to university, socio-economic status, and parents\u0027 educational levels and so on were asked. (2) The student self-image included 23 adjectives each with a 7-point scale. This instrument produced masculinity and feminity (M-F) scales. (3) Self-evaluated competence consisted of 22 ability dimensions considered to be necessary to lead an occupational life. Subjects were asked to evaluate themselves and to give ratings on each dimension by using a 7-point scale. This instrument produced 3factors labelled as competency, harmoniousness and reliability. (4) Occupational readiness included 30 statements regarding student\u0027s readiness for initiating his/her occupational lives. Subjects rated each one by using a 4-point scale. A composite occupational rediness scale was created by combining 18items selected by a series of item analyses. (5) The job orientation instrument consisted of 30items which subjects might want to have as important goals or conditions for their occupations. They were asked to rate each one by using a 5-point scale. This instrument produced 3factors that were labelled as job challenge, human relations and working conditions respectively. (6) The occupational interest instrument consisted of 35 occupational titles. Subjects rated each one by using a 5-point scale. This instrument produced 6factors labelled as educationak, practical, technical, investigative, artistic and administrative. (7) Satisfaction with the college life was measured by usinga single item based on a 7-point scale. (8) Subjects were asked to state occupational titles they wanted to chose after graduating from the college, together with the perceived probability (in percentage) of their actually engaging in those occupations. In addition, (9) The perceived image of the department to which the subject belongs was asked by using the same as those stated in (2) above. (1) was examined only in the first investigation. In the forth investigation, causal attributions for finding works was examined. Major findings are summarized as follows : 1. A change of internal determinants. (1) Competency in self-evaluated competence is getting high gradually. Reliability in self-evaluated competence, masuculinity of the student self-image, occupational readiness, and job challenge in job orientation become high just before graduation. (2) Human relations in job orientation and interest in educational works are consistently high. (3) Correlation coefficients among the same scales in each investigation are very high and unchangeable. (4) There are no sex differences on a change. 2. Job (1) More than the half find works in private enterprises. 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